What is Behaviour for Learning?

Behaviour4Learning diagram

The diagram has been taken from the eppi review (2004)

Behaviour4learning (B4L) emphasises the crucial link between the way in which  children and young people learn and their social knowledge and behaviour. In doing this the focus is upon establishing positive relationships across three elements of self, others and curriculum as indicated above. B4L has implications for pupils, teachers, parents and other professionals. Its principles can be applied to all children at any age and not just those perceived as being “difficult to manage”. It applies as much to teachers and their relationship with children as much as it applies to the children themselves.

Elements of a B4L approach can be seen in a range of statutory and non statutory guidance materials. (for example from the DfES Primary National Strategy materials).

B4L is a concept that has emerged from a review of theories of effective behaviour management. Tutors and trainees should recognise that a ‘B4L approach’ is fundamentally linked to a view that ‘behaviour’ in classrooms and whole schools/settings does not occur in isolation – it is the product of a variety of influences and not simply the product of a pupil’s unwillingness to behave or learn as required by the teacher (an approach which has frequently been referred to as an ‘ecosystemic approach’).


In summary, the three sets of relationships which contribute to a culture/ethos of ‘learning behaviour’ are:


  • Relationship with Self: a pupil who does not feel confident as a learner and who has ‘internalised’ a view that s/he is unable to succeed as a` learner will be more likely to engage in the challenge of learning and (in consequence) may be more inclined to present ‘unwanted behaviours’


  • Relationship with Others: all ‘behaviour’ needs to be understood as ‘behaviour in context’. Behaviour by pupils is triggered as much by their interactions with others (pupils, teachers or other adults in schools/settings) as it is by factors internal to the child.


  • Relationship with the Curriculum: pupil behaviour and curriculum progress are inextricably linked. Teachers who promote a sense of meaningful curriculum progress in learning for each pupil will be more likely to create a positive behavioural environment.











NEW: Each article will indicate which of these 3 relationships it best represents. The key below will appear on each article highlighting 1 or more of these 3 relationships to guide the reader on the b4l approach.



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